Systematic Mapping Study 2012-2017: Quality and Effectiveness Measurement in MOOC

Abstract

Massive Open Online Courses (MOOCs) concentrate an important number of students and are set up as an alternative for acquiring knowledge and continuing education. The objective of this article is to analyze how the quality and effectiveness of the MOOCs were measured in empirical studies between 2012 and 2017. For which a systematic mapping study of articles was performed by using databases of Scopus and Web of Science. These articles were analyzed according to the: (1) context of the publication, (2) type of developing institutions and distribution platforms of the MOOC, and (3) characteristics of the empirical studies. It was identified that 54% of the developing institutions were universities and that 31% of the platforms that distributed the MOOC are of Coursera. These articles were also analyzed by type of study, the more frequently used indicators to measure the effectiveness, and the more frequently used focus points (approaches) to measure quality. The results of this study are useful because it allows having a general view of the most frequently utilized methodologies to measure quality and effectiveness in MOOCs.

The Efficacy of Promoting Financial Literacy with MOOC among Economics Pre-Service Teachers

“…This is a type of remote learning that enables students to learn outside the physical classroom. As a result, (Quiliano Terreros et al, 2009). This platform has demonstrated that it supports lifelong learning, in acquiring key knowledge and skills and the much-needed life-skill interactions with peers and live-project exposure (Sonwalkar & Maheshkar, 2015).…”

Open, interdisciplinary and collaborative educational innovation to train in energy sustainability through MOOC: perception of competency development

“…1 The Binational Laboratory for the intelligent management of Energy Sustainability and Technological Training. Webpage: https ://energ ialab .tec.mx/ of the Open Educational Movement, such as gratuity and accessibility [11], and they are characterized by being open, participatory and distributed [12][13][14]. On the other hand, the sustainable development of a country depends on how reliable and stable the supply of energy is and whether it is reasonable in cost and in harmony with its environmental and social requirements [15].…”

Uma contribuição para o desenvolvimento e evoluçãodistribuídos de MOOCs e SPOCs para o ensino de Engenharia de Software

“…Os critérios pedagógicos incluem a metodologia, objetivos de aprendizagem e flexibilidade. O curso deve ser preparado tendo em conta a aplicação de uma qualidade metodológica aceitável, que inclui o design, avaliação e conteúdo do curso (QUILIANO-T.; RAMIREZ-H.;BARNIOL, 2019). É recomendada a aplicação do conectivismo, proporcionando a interação entre seus membros para troca de informações e enriquecimento mútuo.…”

“…Geralmente, a satisfação está diretamente correlacionada com o desempenho dos participantes (DUART et al, 2017), por isso é importante manter os participantes comprometidos e os incentivar a explorar novos conceitos durante o curso. Os instrutores também devem lidar com as emoções que os alunos sentem durante ou ao final do curso (QUILIANO-T.; RAMIREZ-H.;BARNIOL, 2019). Um bom indicador do grau da motivação é a taxa de evasão do curso (QUILIANO-T.; RAMIREZ-H.;BARNIOL, 2019).…”

“…Os instrutores também devem lidar com as emoções que os alunos sentem durante ou ao final do curso (QUILIANO-T.; RAMIREZ-H.;BARNIOL, 2019). Um bom indicador do grau da motivação é a taxa de evasão do curso (QUILIANO-T.; RAMIREZ-H.;BARNIOL, 2019).…”